Pedagogical projects of health courses and their articulation with the public policies for health training in Brazil

• Autor(a) principal: Salvador, Lucimar Daniel Simões
• Data de Publicação: 2017
• Outros Autores: Sant'Anna, Paulo Afrânio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/2165
• topic: Formação em saúde; Diretrizes Curriculares; Pró-Saúde; Currículo; Health training; Curricular Guidelines; Pró-Saúde; Curriculum

This study aimed to understand how the pedagogical projects of the health courses of a public institution of higher education articulate, in the political and pedagogical dimensions, the curricular guidelines recommended in the National Curriculum Guidelines (Diretrizes Curriculares Nacionais – DCNs, 2001, 2002) and in the National Program for the Reorientation of Health Professional Training - Pró-Saúde (2005). It is an exploratory case study, with a qualitative approach, using the documentary research technique and submission of data to content analysis. The results revealed that the Pedagogical Projects of Courses (PPCs) articulate, in the political dimension, an ideology of formation coherent with the DCNs and the Pró-Saúde. However, in the pedagogical dimension, they did not reach the proposed level in these policies, due to the predominance of disciplinary curricula with dissociation between the basic and the professional cycles. This reveals the need for institutional investments in teacher’s training and development for the proposed changes. The teaching/working integration requires political-managerial eff orts in order to transform the public service practice scenarios into professional training fields.